PDiE Journal

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[PDiE Journal @PDiEjournal]

@PDiEjournal is moving over to both Bluesky -
@pdieournal.bsky.social and LinkedIn - https://t.co/yvh0g7Z3ai
We will keep this account open but will significantly reduce our activity on this platform.

[PDiE Journal @PDiEjournal]

What if creativity in teaching isn't a skill to teach, but an experience to feel? Cagigós & Enamorado propose an aesthetic-creative continuum reframing teaching as relational, imaginative, embodied practice.
https://t.co/GoPRmCj0PE
#PDIEJournal #TeacherEducation

[PDiE Journal @PDiEjournal]

What does a fulfilling teaching career look like without the usual support systems? Yan, Dai & Bi trace five exemplary rural PE teachers' career trajectories in China — from pre-service to sustained innovation
https://t.co/yfK5S9qO9H
#MoreThanAJournal #PDIEJournal #TeacherCareer

[PDiE Journal @PDiEjournal]

New & open access: "Revisiting professional learning communities through a cultural–ecological lens" Nguyen, Pham & Tong synthesise 39 studies on why PLCs work differently across cultural contexts.
https://t.co/vvjIJIDJ6y
#MoreThanAJournal #OpenAccess #ProfessionalLearning

[PDiE Journal @PDiEjournal]

Can creative writing help teachers hold steady in a crisis? Alon, Sabbah & Schwarts explore how a creative writing PD workshop supported resilience among STEM teachers in a crisis-affected region.
Read: https://t.co/QzoUK98QIh
#MoreThanAJournal #PDIEJournal #TeacherWellbeing

[PDiE Journal @PDiEjournal]

"How do you bridge theory and practice in teacher education?" A Chilean faculty of education answers with a collaboratively-designed model — tensions and opportunities included. Reyes Santander, Honorato Errazuriz, Rendich Moreno & Ochoa Araya. Read: https://t.co/Ogejra0Pe0

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New & open access: "Grounding teacher induction in lived needs: a four-phase model for novice teachers in Iran" Zarei & Kearney challenge Western-centric induction models with a locally grounded, multidimensional approach.
https://t.co/AR0j4COi2l
#MoreThanAJournal #OpenAccess

[PDiE Journal @PDiEjournal]

What does it take to help teacher educators feel confident as diversity-responsive role models? Ponet et al investigate this in "Promoting diversity-responsive teacher educators: the impact of a tailored professional development initiative."
https://t.co/VP6VheV8pu

[PDiE Journal @PDiEjournal]

Our special issue on middle leaders' relational practices has had 16,000+ views in 4 weeks. Print copies are now shipping to subscribers. Here are the top 4 most-read articles so far.

Explore the full issue: https://t.co/LmTBy2MlOd

#MoreThanAJournal #PDIEJournal

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New: "The role of teachers' professional biographies and development in shaping instructional strategies in out-of-field teaching" Romana Dorfer reframes out-of-field teaching as an opportunity for growth, not just a stopgap. https://t.co/jp3gEAQfsY
#MoreThanAJournal

[PDiE Journal @PDiEjournal]

Just published: "Rethinking professional development for out-of-field teachers through a continuum model of teacher-subject alignment" — Rutgers, Hotham, Perry & Rempe-Gillen propose a new way of understanding out-of-field teaching.
https://t.co/XDUkYT7Xil
#TeacherEducation

[PDiE Journal @PDiEjournal]

Another strong quarter for #PDIEJournal. 124,213 downloads in Q2 — thank you to everyone reading, sharing, and citing the research we publish.
As always, find us here: https://t.co/wQDluBfj3p
#MoreThanAJournal

[PDiE Journal @PDiEjournal]

Latest #openaccess: Academics' reflexive engagement with the Advance HE Fellowship: aspirations, supports, challenges, and lessons learned. Siostrom et al explore what shapes academics' experience of this HE teaching recognition process. Read:
https://t.co/Wy1NLdgvjC

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New #openaccess article published online. "Who makes learning happen? Facilitators and actors in simulation-based learning for teacher professional learning and development" Read here: https://t.co/uyGn5QwZUa

[PDiE Journal @PDiEjournal]

Vol 52 Issue 2–3 now available online. Special issue: Understanding middle leaders' relational practices for supporting professional learning in schools. Guest editors: Christine Edwards-Groves, Peter Grootenboer and Kirsten Petrie.
Explore: https://t.co/LmTBy2MlOd

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New to PDiE? Try before you subscribe.
Taylor and Francis offers 14 days free access to the latest two volumes. This is a great way to explore the range and depth of research before deciding if it's right for you.
https://t.co/wQDluBfj3p
#MoreThanAJournal #ProfessionalLearning

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New in PDiE: Tytler et al. describe a system-wide, part-time postgraduate qualification designed to re-specialise out-of-field science and maths teachers — and what it takes to make it work at scale.
Read: https://t.co/mebOzIlgj0
#MoreThanAJournal #PDIEJournal #TeacherEducation

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New in PDiE: Maiken Risan examines specialised teacher roles in Norwegian schools — how they shape collective learning, and why recruitment often rests on credibility rather than defined competencies.
https://t.co/kUW66BS6rM
#MoreThanAJournal #PDIEJournal #TeacherLeadership

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PDiE offers open access publishing through Taylor & Francis's Open Select programme. Free to read immediately on publication with the same rigorous peer review.
Find out more: https://t.co/OdQlxjhb9W
#MoreThanAJournal #PDIEJournal #OpenAccess #ProfessionalLearning

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In a recent #PDIEJournal open access article Mark Minott explores how team teaching supported lecturers' professional development on a new UK degree programme — building practical knowledge, collegiality, and collaboration.
Read here: https://t.co/RtnVHEdYjD
#MoreThanAJournal

[PDiE Journal @PDiEjournal]

Our most-cited article of the last 3 years, 51 and counting.
Asterhan & Lefstein critique the empirical foundations behind the popular "5–7 effective features" consensus in teacher PD design, calling for stronger theory-building in the field. https://t.co/9TKwPZauro
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